The purpose of this mixed-methods sequential explanatory research study was to determine whether there were significant differences between high schools having no freshman facility, a freshman wing, or a freshman campus on eight student performance measures. A second purpose was to examine principals’ perceptions of how their schools transition freshmen and how these transition strategies and arrangements worked. Of the eight ANOVAs conducted, only one analysis was statistically significant between the school configurations. In facilities using a freshman campus, high school students with disabilities earned significantly more core credit units than their counterparts in schools using no freshman facility. During individual interviews, all 15 principles emphasized using transition strategies to help students adjust to high school.
Finch, James M.; Pate, James L.; Brockmeier, Lantry L.; Bochenko, Michael J.; and Dees, Dianne C.
"The Effect of Campus Configuration on Ninth-Grade Achievement,"
International Journal of Leadership and Change: Vol. 6:
1, Article 3.
Available at: https://digitalcommons.wku.edu/ijlc/vol6/iss1/3